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Presented is part of a collection of reports related to the teaching of severely handicapped students in the Madison, Wisconsin, Metropolitan School Districts. Services for secondary age students are described in seven reports with the following titles and authors. "The Criterion of Ultimate Functioning and Public School Services for Severely Handicapped Students" (L. Brown, J. Nietupski, and S. Hamre-Nietupski), "A Review of Secondary Level Educational Service Delivery Models for Severely Handicapped Students in the Madison Public Schools" (N. Certo, K. Belmore, T. Crowner, and L. Brown), "Teaching Selected Sex Education and Social Skills to Severely Handicapped Students" (S. Hamre-Nietupski and W. Williams), "A Job Skill Inventory Strategy for Use in a Public School Vocational Training Program for Severely Handicapped Potential Workers" (K. Belmore and L. Brown), "Supermarket Shopping: Teaching Severely Handicapped Students to Generate a Shopping List and Make Purchases Functionally Linked with Meal Preparation" (R. Nietupski, N. Certo, I. Pumpian, and K. Belmore), "Making Purchases: A Functional Money-use Program for Severely Handicapped Students" (N. Certo and B. Swetlik), and "Teaching Severely Handicapped Students to Function as Dishwashers in Simulated and Natural Work Settings" (R. Schwartz). (IM)

Presented are papers and programs generated as part of a Madison, Wisconsin project to develop a public school educational program for severely handicapped students. Three introductory papers deal with topics such as teacher training, litigation over questions of overinclusion and overexclusion, and what the practitioner needs from the researcher to develop public school programs for low-functioning individuals. Four language and reading skill programs are reported on the following topics: teaching pronouns, developing chart story reading skills, and improving reading comprehension. In the area of math, a developmental math skill sequence and a method for teaching students to solve addition problems are provided. Three papers on development of independent community living skills include an instructional model for developing home living skills, a family-life curriculum, and a method for teaching use of the telephone. Also included are a paper on training parents in child management and one on increasing the speech intensity of a retarded-emotionally disturbed student. (LS)

Presented is the report of the Adaptive Education Task Force in Madison (Wisconsin) Public Schools which followed an investigation of the need to broaden the scope of physical education and recreation services to handicapped students. The work of the task force is reported in summary form in three parts: a position statement, assessment of needs, and program needs and recommendation; and Part 4 includes appendixes giving more detailed information about selected aspects of the report. Developed in Part 1 is a position statement defining the need for adaptive/alternative learning experiences as an integral part of the existing physical education program. Appraised in Part 2 is the extent to which adaptive/alternative experiences are being provided for students with special needs; and the unique needs that cannot be effectively dealt with in the rugular physical education class are pointed out. Provided in outline form in Part 3 are recommendations along with objectives, planning and development needs, and funding components pertaining to the development of adaptive/alternative physical education and recreation programs. Included in the appendixes are program implementation plans for specific schools (providing programs for conditions such as visual handicaps, mental handicaps, and emotional disturbances, a proposal for assessing effectiveness of current programs, and a model for planning/development of adaptive and alternative programs. (Author/SB)

The document provides information on an integrated therapy model for severely handicapped students in the public schools, and describes the development of a curriculum for teaching nonverbal communication skills. It is explained that the integrated therapy model allows for greater involvement in the home and classroom by the occupational and physical therapist. Separate sections consider the following therapy issues: neurophysiological principles, methods of teaching head control skills, and techniques using game activities to teach developmental motor skills. The bulk of the document is given to a discussion of a curriculum to teach nonverbal communication skills through basic tracking, scanning, and selection skills. Topics covered include considerations in selecting a communication system; assessment of rudimentary visual skills; and suggested activities, toys, and games that can be used to teach tracking, scanning, and selection skills. (CL)

Reported are instructional programs generated in the first year (1970-71) of a Madison, Wisconsin public school project to develop a prevocational training program for trainable retarded and severely emotionally disturbed students. Programs are based on a behavioristic task analysis teaching model and are designed to teach functional vocational, home living, and academic skills. The section on vocational skills contains guidelines (including behavioral objectives, instructions to use with students, and student evaluation forms) for teaching 10 work tasks (such as catalog collating, labeling and addressing, and wire sorting). Five studies on the development of prevocational behaviors include titles such as 'Increasing Individual and Assembly Line Production Rates of Retarded Students.' Provided in the section on home living skills are step-by-step guidelines for teaching cooking (including vocabulary lists and approximately 40 simplified recipes); housekeeping skills (such as dish washing); and laundry skills. The section on academic skills consists of 12 papers on teaching reading, arithmetic, and language and includes such titles as 'Teaching a Trainable Level Student Basic Sight Vocabulary.' Briefly discussed are future plans to develop areas such as leisure skills, social behavior, and community orientation. (LS)

Reported are 15 classroom programs which were conducted (1972-73) with 14 students as part of a Madison, Wisconsin project to develop a public school instructional program for severely handicapped children. Ss are described as children who would usually be labelled custodial, autistic, or pretrainable and who would be excluded from involvement in most public school systems. The program stresses using highly structured applied behavioral analysis orientation. Included are four basic language skill programs used to teach direction following, location concept, receptive language, and expressive language. Four reading skill programs reported consist of initial sight word, color, basic alphabet, and chart story programs. Math skill programs are reported for three areas: number discrimination and labeling, basic counting and quantity concepts, and rudimentary math concepts. Adjunctive programs and papers include a prewriting program, a shape discrimination and labeling program, a paper on behavior management problems, and a description of the curriculum used with the only blind S. Appended are characteristics of individual Ss (taken from folders, teacher-observations, and parent interviews), class schedules and room arrangement charts, and forms used to evaluate students. (LS)

The paper discusses an ecological model of assessment (i.e., one which examines the interaction between the child and his environment) and how it might be used with emotionally disturbed adolescents. A literature review focuses on current trends in assessment; the origins of the ecological perspective; and the ecological perspective in the school environment, in special education in general, and in the special education of adolescents. Research in the areas of ecological assessment, behavioral-ecological assessment, and behavioral-ecological programing is also reviewed. Some theoretical considerations for an ecological assessment model are discussed, including delineating the primary environments in which the child operates, and determining where there is a "poor fit" between child and environment which has led to the referral. An extended example is used to illustrate the ecological-behavioral assessment of adolescents, using an assessment model that is divided into five major phases: referral, expectations of the child's behavior, behavioral descriptions, summary of data, and establishment of reasonable expectations. (DLS)